Group Performance – Music: Entry Level

RSL Awards’ entry Level group assessments in music focus upon the recognition of achievement through the development and demonstration of practical skills, knowledge and confidence within the context of learning and performing music within a group. The ultimate aim is the creation of performers with the skills, knowledge and confidence to be able to perform live to an audience.

Certification titles

The qualification will be shown on the certificate as one of the following:

• RSL Entry Level 1 Award in Group performance (Music)
• RSL Entry Level 2 Award in Group performance (Music)
• RSL Entry Level 3 Award in Group performance (Music)

Assessment

The qualifications are internally assessed (i.e. staff in centres assess the work produced by learners). At Entry Level 1 the qualification is assessed entirely on the learner’s participation in group lessons. At Entry Levels 2 and 3 live performance is one of the elements that is assessed. All learning and assessment takes place within guided learning time — there is no independent learning expected from learners or groups at these levels. Assessment information is set out in detail in the following chapter.

Programme delivery

Centres are free to offer these qualifications using any mode of delivery that meets the needs of their learners. Whatever the mode of delivery, centres must ensure that learners have appropriate access to the resources required for high quality delivery of the course, and subject specialist staff.

Centre Approval

Centres must apply for approval by RSL prior to enrolling learners. Approval documentation can be found in the Delivery Procedure tab on this page.

Learning Outcome

Learners will be able to:

• Participate in a music ensemble

Assessment Criteria

Learners can:

• Follow simple musical instructions
• Demonstrate a developing sense of confidence when playing within an ensemble
• Demonstrate enjoyment and engagement while working with other musicians
• Demonstrate appropriate behaviour when undertaking ensemble activities

Summative Assessment Methods

Lessons, rehearsals and performances
Learners should be able to demonstrate that they can follow simple musical instructions — for example, to play back a simple rhythm, to change to a different pattern at a particular part in a song, to play a certain part loudly or softly etc.

Learners should develop greater self-confidence over the course of the qualification — tutors should make an initial assessment of the learner’s confidence in participating in the ensemble at the beginning of the qualification in order to record their developmental progression over the course of the qualification.

Learners should demonstrate enjoyment and engagement while working with other musicians — at this level, this is having a positive attitude in group sessions and being willing participant in activities.

Learners should be able to demonstrate that they can follow simple instructions regarding their behaviour in group activities, i.e., learning and following simple rules regarding their conduct during these sessions.

Learning Outcomes

Learners will be able to:

• Communicate with tutors and other musicians
• Demonstrate developmental progression as an ensemble performer
• Demonstrate focus and professionalism when playing within an ensemble
• Perform music to an audience as part of an ensemble

Assessment Criteria

Learners can:

• Respond to musical instructions, demonstrating an awareness of basic musical concepts
• Demonstrate a developing awareness of their part within the ensemble
• Demonstrate developmental progression in ensemble-based performance skills
• Demonstrate increased confidence when playing within an ensemble
• Demonstrate enjoyment and engagement while working with other musicians
• Demonstrate appropriate behaviour when undertaking ensemble activities
• Start, stop and move between elements at the correct places within a song in a live performance to an audience

Summative Assessment Methods

Lessons, rehearsals and performances

Learning outcome 1: Learners should be able to demonstrate that they can follow simple musical instructions and be aware of the standard musical vocabulary used to define basic musical concepts (for example, tempo, beat, dynamics, verse, chorus) and communicate with fellow musicians. At this level, learners should demonstrate the beginnings of an awareness of the nature of their part, for example, whether it’s predominantly rhythmic or melodic, whether it’s a supporting or leading role.

Learning outcome 2: This learning outcome is predominantly based on the learner’s skill development and increasing confidence as a performer over the course of the qualification. In order to measure this, tutors should make an initial assessment of these at the beginning of the qualification so they can record the learner’s developmental progression. At this level, ensemble-based performance skills will be very simple, familiar activities that have been developed through extensive guidance from tutors.

Learning outcome 3: Learners should demonstrate enjoyment and engagement while working with other musicians and an awareness of good practice (professionalism) when working together with other performers, for example, not playing their instrument when not asked to, not talking over peers or tutors, maintaining focus during lessons and rehearsals.

Performance

Learning outcome 4: At this level, learners need to demonstrate that they can perform live as part of a group. There isn’t a minimum performance length, but the evidence must be long enough to demonstrate that the assessment criteria have been fulfilled. Evidence for this learning outcome will be video footage of the learner performing as part of a group. Learners should be able to demonstrate that they can perform a simple part within a live group performance, being able to start and stop at the appropriate times in the song and change at the correct points where their part changes (verse, chorus etc).

Learning Outcomes

Learners will be able to:

• Communicate with tutors and other musicians
• Demonstrate developmental progression as an ensemble performer
• Demonstrate focus and professionalism when playing within an ensemble
• Perform music to an audience as part of an ensemble

Assessment Criteria

Learners can:

• Understand musical instructions, demonstrating a familiarity with basic musical concepts and vocabulary
• Demonstrate awareness of their own part, and how it contributes to the ensemble
• Demonstrate developmental progression in ensemble-based performance skills and techniques
• Demonstrate a developing awareness of musical interpretation
• Undertake a rehearsal process for a specific performance, demonstrating a familiarity with basic rehearsal practices
• Demonstrate appropriate behaviour within lessons, rehearsals and performances
• Demonstrate safe use of their instrument
• Demonstrate commitment to working with the other musicians towards a successful realisation of a performance
• Start, stop and move between elements at the correct places within a song in a live performance to an audience
• Perform their part in time, with an appropriate sound
• Demonstrate an awareness of an audience

Summative Assessment Methods

Lessons, rehearsals and performances

Learning outcome 1: Learners should be able to demonstrate that they can follow basic musical concepts and recall the standard vocabulary used to define them and to communicate with fellow musicians. At this level, learners should be aware of their part and how their instrument contributes to the ensemble, for example, a drummer would be aware that keeping a steady beat was a key aspect of their part, and in doing so they are helping all of the other members of the ensemble keep in time.

Learning outcome 2: This learning outcome is predominantly based on the learner’s development of skills and knowledge over the course of the qualification. In order to measure this, tutors should make an initial assessment of the learner’s skills at the beginning of the qualification so they can record their developmental progression. At this level, ensemble-based performance skills and techniques are simple, familiar activities that have been developed through instructions and guidance from tutors. Learners will begin to show an awareness of musical interpretation, for example, identifying and responding to simple musical moods or changes in expression within a song. The final assessment criteria in this learning outcome relate to the learner’s ability to rehearse for a specific live performance. Learners should have a basic understanding of the purpose of the rehearsal process and how they have developed their part over the course of the rehearsals.

Learning outcome 3: Learners should demonstrate that they are aware of good practice (professionalism) when working together with other performers, for example, not playing their instrument when not asked to, not talking over peers or tutors, and listening and responding to feedback on their actions. They should have a basic awareness of instrumental and personal health and safety issues, for example, not standing on wires, or for a vocalist, the importance of not straining your voice. The final assessment criteria in this learning outcome relate to the learner’s focus and commitment when working with others. At this level, learners should begin to take some responsibility for the success of the group — demonstrating enthusiasm and teamwork (encouraging others in the ensemble), and being motivated and focused during activities.

Performance

Learning outcome 4: Learners will demonstrate that they can perform as part of a group. Evidence for this learning outcome will be video footage of the learner performing as part of a group (the assessment criteria within this learning outcome can be evidenced over one or multiple performances). There isn’t a minimum performance length, but the evidence must be long enough to demonstrate that all of the assessment criteria have been fulfilled.

Learners should be able to demonstrate that they can perform an elementary part within a live ensemble performance, keeping a generally accurate sense of time and playing with an appropriate sound, for example, demonstrating dynamic changes at relevant points in the song.

At this level, learners should have some awareness of their audience, for example, demonstrating some degree of facial expression and/or physical movement aimed at connecting with the audience.

Centre approval application procedures

Centres must apply for approval by RSL prior to enrolling learners. In order to gain approval to offer any or all of these RSL qualifications, centres must confirm that they have the following in place:

• A clear commitment to equal opportunities and ensuring that the qualifications are accessible to all
• Suitably qualified and experienced teaching personnel, with adequate knowledge of safeguarding, to deliver and assess the qualifications
• Appropriate resources for the qualifications to be delivered and assessed in a relevant environment

Centre approval application form

Please complete the form below to start the application process. Please get in touch with the team via business@rslawards.com should you have any queries.

Please click the button below to access our help centre for full Group Performance assessment support. We’ve listed the top FAQs here too. Please do check the help centre before getting in touch with RSL Awards.

Group Performance – Music: Level 1-3

The aim of these qualifications is to provide a flexible, progressive mastery approach to the knowledge, skills and understanding required for group performance. RSL’s Group Performance assessments focus upon the recognition of achievement through the development and demonstration of skills, knowledge and understanding within the context of learning and performing music within a group. The ultimate aim is the creation of group performers with the knowledge and skill set to be able to perform live in a professional capacity.

Certification Titles

Individual Certificates

• RSL Level 1 Certificate in Group Performance (Individual Certificate) (Music)
• RSL Level 2 Certificate in Group Performance (Individual Certificate) (Music)
• RSL Level 3 Certificate in Group Performance (Individual Certificate) (Music)

Group Certificate

• RSL Level 1 Certificate in Group Performance (Music)
• RSL Level 2 Certificate in Group Performance (Music)
• RSL Level 3 Certificate in Group Performance (Music)

Assessment

All assessments are carried out by external assessors. Assessment consists of a group performance, performed or recorded live. Group assessments can be taken as:

• Live assessments
• Recorded digital assessments

There are five bands of assessment (Distinction*, Distinction, Merit, Pass and Unclassified) for the qualification as a whole.

Individual Certificate: General & Performance Guidelines

Please download the syllabus specification for full guidelines, level descriptors and assessment/grading criteria.

Types of groups

These assessments are open to music groups in any performance genre. There are no restrictions on the type of group, although certain guidelines apply (see the Performance Guidelines sections below).

Group size

Individual Certificates

These assessments are available for groups of 2 to 12 performers. Groups can include performers who are not being assessed, but these performers will still count towards the group size, e.g., a group with 10 performers who are being assessed and 3 who are not being assessed will exceed the maximum group size and will need to be pre-approved by RSL. Performers must have adequate space to both perform and ensure that they are visible to the assessor (or camera) at all times.

Identifying learners

Learners must be clearly identifiable in order to be assessed. Candidates can be identified, where possible, by entering their instrument(s) on the application form. If they perform different parts across the performance, this must be clearly stated (i.e., Song 1 – Piano, Song 2 – Guitar & Backing Vocals). For groups that include multiple performers on the same instrument (e.g. a vocal group, a group with two guitarists, a group with three backing singers), each of those performers must wear their allocated candidate number on the front of their clothing throughout the performance.

Performance levels

Groups may include performers who have been entered at different levels (for example, a drummer can enter at Level 2 in a band where the other performers enter at Level 1) but candidates should be aware that if there is a significant difference in level within the group that may impact their ability to fully achieve all of the assessment criteria. Performers at a lower level than the majority of the group do not need to perform for the full performance length given for the higher level, they are only required to participate for the minimum performance length for their level. All performers must be entered at a specific level in advance of the performance.

Performance durations

Performance durations are given in the qualification specifications in the following chapters. Performances must not exceed the stated maximum performance duration for the level. Performances that do not meet the minimum duration will not automatically be penalised so long as the material allows sufficient opportunity for all learners to demonstrate the assessment criteria. Following the complete performance the assessor may request to see parts or all of the performance again.

Scores, notation, programmes

There is no need to provide details of the programme in advance or provide notation for any of the material performed.

Audiences

A live audience is encouraged, particularly for recorded digital assessments, but it is not compulsory and candidates will not be penalised if an audience is not present. The word ‘audience’ in the assessment criteria refers to whoever the performance is being presented to, i.e., to an assessor, the camera, or to a live audience.

Repertoire

There are no restrictions on the type of material or the number of pieces performed. Performances can include arrangements, own compositions and improvisations. The technical and musical demands, and the level of communication required by the material, should broadly comply with the level descriptors (see the syllabus guide chapter: Qualification Specifications), which give an indication of the appropriate level of demand. Candidates don’t need to demonstrate this level of demand throughout the entire performance but the set should be carefully planned to ensure that there is suitable opportunity for each performer who is being assessed to achieve each assessment criteria at the level they are entered at.

If there is doubt about the appropriateness of the material, you may seek prior approval of the repertoire from RSL.

Please e-mail us at info@rslawards.com with details of the proposed piece(s), instrument(s) and level. Please include sheet music: ideally notated scores, but if not, chord charts or lead sheets as a minimum. A full reply will be given no later than 4 weeks after payment of the approval fee (£10) which will be facilitated via an online link that we will e-mail to you.

Please bring a copy of the approval confirmation with you to show the assessor, or for a recorded digital assessment submission please upload a copy of the approval confirmation with your video.

Please note that approval will be provided solely on the basis of the submitted material, so it is important that this is representative of the whole performance. We will not be able to account for other content which may be easier or more difficult than the material submitted.

Where prior approval is not obtained, assessors will make a judgement about the suitability of the repertoire at the time of the assessment, and if in their judgement it does not meet the requirements for the level, this will be reflected in the marking.

Instrumentation

Candidates may perform on any instrument, including adapted instruments and live performance technology (for example, using MIDI controllers as an instrument) as long as the candidate can meet the assessment criteria as set out in the indicative content.

Performing from memory

Performers are permitted to perform any or all of their pieces from sheet music or from memory. Performing from music may impact on the level of achievement possible within the assessment if the communication of the music is affected.

Setting sound levels

Groups can conduct a sound check at the beginning of their set — this will set the levels for the assessment.

Doubled parts

Some doubling of parts is allowed but parts cannot be doubled through the entire set, for example, it would not be possible to have two drummers performing the same part throughout if one or both of them was being assessed.

Use of adaptive instruments and technology

Performers that require the use of adaptive instrument technology in order to complete the performance (e.g., MIDI controllers) will be assessed on the indicative content (see Qualification Specifications) that is applicable to the performance given, similarly to the application of the relevant indicative content to various styles or genres of music.

Group Certificate: General & Performance Guidelines

Please download the syllabus specification for full guidelines, level descriptors and assessment/grading criteria.

Types of groups

These assessments are open to music groups in any performance genre. There are no restrictions on the type of group, although certain guidelines apply (see the Performance Guidelines sections below).

Group size

These assessments are available for groups of any size. The number of candidates in each group must be provided when booking the assessment. Performers must have adequate space to both perform and ensure that they are visible to the assessor (or camera) at all times.

Performance levels

The group as a whole is assessed at the level entered for. Within the group, there can be performers of different abilities but groups should be aware that if there is a significant difference in level within the group this may affect the overall ability of the group to fully achieve all of the assessment criteria.

Performance durations

Performance durations are given in the qualification specifications in the following chapters. Performances must not exceed the stated maximum performance duration for the level. Performances that do not meet the minimum will not automatically be penalised so long as the material allows sufficient opportunity for the group to demonstrate the assessment criteria, however, each performer within the group must participate for a minimum of 50% of the minimum performance duration for the level. Following the complete performance the assessor may request to see parts or all of the performance again.

Scores, notation, programmes

There is no need to provide notation for any of the material performed or to provide details of the programme in advance.

Audiences

A live audience is encouraged, particularly for recorded digital assessments, but it is not compulsory and candidates will not be penalised if an audience is not present. The word ‘audience’ in the assessment criteria refers to whoever the performance is being presented to, i.e., to an assessor, the camera, or to a live audience.

Repertoire

There are no restrictions on the type of material or the number of pieces performed. Performances can include arrangements, own compositions and improvisations. The technical and musical demands, and the level of communication required by the material, should broadly comply with the level descriptors (see the syllabus guide chapter: Qualification Specifications), which give an indication of the appropriate level of demand. Groups don’t need to demonstrate this level of demand throughout the entire performance but the set should be carefully planned to ensure that there is suitable opportunity for the group to achieve all assessment criteria at the level they are entered at.

If there is doubt about the appropriateness of the material, you may seek prior approval of the repertoire from RSL.

Please e-mail us at info@rslawards.com with details of the proposed piece(s), instrument(s) and level.

Please include sheet music: ideally notated scores, but if not, chord charts or lead sheets as a minimum. A full reply will be given no later than 4 weeks after payment of the approval fee (£10) which will be facilitated via an online link that we will e-mail to you.

Please bring a copy of the approval confirmation with you to show the assessor, or for a recorded digital assessment submission please upload a copy of the approval confirmation with your video.

Please note that approval will be provided solely on the basis of the submitted material, so it is important that this is representative of the whole performance. We will not be able to account for other content which may be easier or more difficult than the material submitted.

Where prior approval is not obtained, assessors will make a judgement about the suitability of the repertoire at the time of the assessment, and if in their judgement it does not meet the requirements for the level, this will be reflected in the marking.

Instrumentation

Candidates may perform on any instrument, including adapted instruments and live performance technology (for example, using MIDI controllers as an instrument) as long as the candidate can meet the assessment criteria as set out in the indicative content.

Performing from memory

Performers are permitted to perform any or all of their pieces from sheet music or from memory. Performing from music may impact on the level of achievement possible within the assessment if the communication of the music is affected.

Setting sound levels

Groups can conduct a sound check at the beginning of their set — this will set the levels for the assessment.

Use of adaptive instruments and technology

Performers that require the use of adaptive instrument technology in order to complete the performance (e.g., MIDI controllers) will be assessed on the indicative content (see Qualification Specifications) that is applicable to the performance given, similarly to the application of the relevant indicative content to various styles or genres of music.

Please click the button below to access our help centre for full Group Performance assessment support. We’ve listed the top FAQs here too. Please do check the help centre before getting in touch with RSL Awards.

Group Performance – Movement and Dance: Level 1-3

The aim of these qualifications is to provide a flexible, progressive mastery approach to the knowledge, skills and understanding required for group performance. RSL’s group performance assessments focus upon the recognition of achievement through the development and demonstration of skills, knowledge and understanding within the context of learning and performing movement and dance within a group. The ultimate aim is the creation of group performers with the knowledge and skill set to be able to perform live in a professional capacity.

Certification Titles

Individual Certificates

• RSL Level 1 Certificate in Group Performance (Individual Certificate) (Movement and Dance)
• RSL Level 2 Certificate in Group Performance (Individual Certificate) (Movement and Dance)
• RSL Level 3 Certificate in Group Performance (Individual Certificate) (Movement and Dance)

Group Certificate

• RSL Level 1 Certificate in Group Performance (Movement and Dance)
• RSL Level 2 Certificate in Group Performance (Movement and Dance)
• RSL Level 3 Certificate in Group Performance (Movement and Dance)

Assessment

All assessments are carried out by external assessors. Assessment consists of a group performance, performed or recorded live. Group assessments can be taken as:

• Live assessments
• Recorded digital assessments

There are five bands of assessment (Distinction*, Distinction, Merit, Pass and Unclassified) for the qualification as a whole.

Individual Certificate: General & Performance Guidelines

Please download the syllabus specification for full guidelines, level descriptors and assessment/grading criteria.

Types of groups

These assessments are open to movement and dance groups in any performance genre. There are no restrictions on the type of group, although certain guidelines apply (see the Performance Guidelines sections below).There is no need to provide details of the programme in advance.

Group size

These assessments are available for groups of 2 to 12 performers. Groups can include performers who are not being assessed, but these performers will still count towards the group size, e.g., a group with 10 performers who are being assessed and 3 who are not being assessed will exceed the maximum group size and will need to be pre-approved by RSL. Performers must have adequate space to both perform and ensure that they are visible to the assessor (or camera) at all times.

Identifying learners

All candidates must wear their allocated candidate number on the front and back of their clothing throughout the performance.

Performance levels

Groups may include performers who have been entered at different levels but candidates should be aware that if there is a significant difference in level within the group that may impact their ability to fully achieve all of the assessment criteria. Performers at a lower level than the majority of the group do not need to perform for the full performance length given for the higher level, they are only required to participate for the minimum performance length for their level. All performers must be entered at a specific level in advance of the performance.

Performance durations

Performance durations are given in the qualification specifications in the following chapters. Performances must not exceed the stated maximum performance duration for the level. Performances that do not meet the minimum duration will not automatically be penalised so long as the material allows sufficient opportunity for all learners to demonstrate the assessment criteria. Following the complete performance the assessor may request to see parts or all of the performance again.

Equipment, clothing

While it is not necessary for movement and dance groups to wear costumes, consideration should be made of how this will enhance the overall performance quality (including narrative, communication of character and/or synchronicity). Movement and dance candidates must ensure that they are wearing appropriate footwear for the genre in which they are performing (if applicable), all jewellery must be removed and their hair must not obscure their face.

Audiences

A live audience is encouraged, particularly for recorded digital assessments, but it is not compulsory and candidates will not be penalised if an audience is not present. The word ‘audience’ in the assessment criteria refers to whoever the performance is being presented to, i.e., to an assessor, the camera, or to a live audience.

Repertoire

There are no restrictions on the type of material or the number of pieces performed. Performances can include existing repertoire, own choreography and improvisations. The technical and performance demands, and the level of communication required by the material, should broadly comply with the level descriptors (see the chapter: Qualification Specifications), which give an indication of the appropriate level of demand. The performance should be carefully planned to ensure that there is suitable opportunity for each candidate who is being assessed to achieve each assessment criteria at the level they are entered at.

If there is doubt about the appropriateness of the material, you may seek prior approval of the repertoire from RSL.

Please e-mail us at info@rslawards.com with a video of an extract of the choreography and intended level. A full reply will be given no later than 4 weeks after payment of the approval fee (£10) which will be facilitated via an online link that we will e-mail to you.

Please bring a copy of the approval confirmation with you to show the assessor, or for a recorded digital assessment submission please upload a copy of the approval confirmation with your video.

Please note that approval will be provided solely on the basis of the submitted material, so it is important that this is representative of the whole performance. We will not be able to account for other content which may be easier or more difficult than the material submitted.

Where prior approval is not obtained, assessors will make a judgement about the suitability of the repertoire at the time of the assessment, and if in their judgement it does not meet the requirements for the level, this will be reflected in the marking.

Operating music

A member of staff must operate the music playback equipment. Where a chaperone is required, the same person may undertake both roles (see page 7 for guidance on the use of chaperones).

Use of an aide

Performers that require an aide in order to complete the performance (i.e., wheelchair users) will be assessed on the indicative content (see Qualification Specifications) that is applicable to the performance given, similarly to the application of the relevant indicative content to various styles or genres of dance.

Group Certificate: General & Performance Guidelines

Please download the syllabus specification for full guidelines, level descriptors and assessment/grading criteria.

Types of groups

These assessments are open to movement and dance groups in any performance genre. There are no restrictions on the type of group, although certain guidelines apply (see the Performance Guidelines sections below). There is no need to provide details of the programme in advance.

Group size

These assessments are available for groups of any size. The number of candidates in each group must be provided when booking the assessment. Performers must have adequate space to both perform and ensure that they are visible to the assessor (or camera) at all times.

Performance levels

The group as a whole is assessed at the level entered for. Within the group there can be performers of different abilities but groups should be aware that if there is a significant difference in level within the group this may affect the overall ability of the group to fully achieve all of the assessment criteria.

Performance durations

Performance durations are given in the qualification specifications in the following chapters. Performances must not exceed the stated maximum performance duration for the level. Performances that do not meet the minimum will not automatically be penalised so long as the material allows sufficient opportunity for the group to demonstrate the assessment criteria, however, each performer within the group must participate for a minimum of 50% of the minimum performance duration for the level. Following the complete performance the assessor may request to see parts or all of the performance again.

Equipment, clothing

While it is not necessary for groups to wear costumes, consideration should be made of how this will enhance the overall performance quality (including narrative, communication of character and/or synchronicity). Candidates must ensure that they are wearing appropriate footwear for the genre in which they are performing (if applicable), all jewellery must be removed and their hair must not obscure their face.

Audiences

A live audience is encouraged, particularly for recorded digital assessments, but it is not compulsory and candidates will not be penalised if an audience is not present. The word ‘audience’ in the assessment criteria refers to whoever the performance is being presented to, i.e., to an assessor, the camera, or to a live audience.

Repertoire

There are no restrictions on the type of material or the number of pieces performed. Performances can include existing repertoire, own choreography and improvisations. The technical and performance demands, and the level of communication required by the material, should broadly comply with the level descriptors (see the syllabus guide chapter: Qualification Specifications), which give an indication of the appropriate level of demand. Groups don’t need to demonstrate this level of demand throughout the entire performance but the performance should be carefully planned to ensure that there is suitable opportunity for the group to achieve all assessment criteria at the level they are entered at.

If there is doubt about the appropriateness of the material, you may seek prior approval of the repertoire from RSL.

Please e-mail us at info@rslawards.com with a video of an extract of the choreography and intended level. A full reply will be given no later than 4 weeks after payment of the approval fee (£10) which will be facilitated via an online link that we will e-mail to you.

Please bring a copy of the approval confirmation with you to show the assessor, or for a recorded digital assessment submission please upload a copy of the approval confirmation with your video.

Please note that approval will be provided solely on the basis of the submitted material, so it is important that this is representative of the whole performance. We will not be able to account for other content which may be easier or more difficult than the material submitted.

Where prior approval is not obtained, assessors will make a judgement about the suitability of the repertoire at the time of the assessment, and if in their judgement it does not meet the requirements for the level, this will be reflected in the marking.

Operating music

A member of staff must operate the music playback equipment. Where a chaperone is required, the same person may undertake both roles (see page 7 of syllabus guide for guidance on the use of chaperones).

Use of an aide

Performers that require an aide in order to complete the performance (i.e., wheelchair users) will be assessed on the indicative content (see Qualification Specifications) that is applicable to the performance given, similarly to the application of the relevant indicative content to various styles or genres of dance.

Please click the button below to access our help centre for full Group Performance assessment support. We’ve listed the top FAQs here too. Please do check the help centre before getting in touch with RSL Awards.